Skip to main content

Chinese Graduate Teaching Assistants Teaching Freshman Composition to Native English Speaking Students

  • Chapter
Non-Native Language Teachers

Part of the book series: Educational Linguistics ((EDUL,volume 5))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

6. References

  • Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates. 77–92.

    Google Scholar 

  • Cook, V.J. (1999). Going beyond the native speaker in Language teaching. TESOL Quarterly, 33(2), 185–210.

    Google Scholar 

  • Harklau, L., Losey, K.M. & Siegal, M. (1999). Generation 1.5 meets college composition: Issues in the teaching of writing to U.S. — Educated learners of ESL. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Kamhi-Stein, L.D. (2000). Non-native English-speaking professionals: A new agenda for a new millennium. MEXTESOL Journal, 23(3), 11–20.

    Google Scholar 

  • Liu, J. (1999). Non-native-english-speaking professionals in TESOL. TESOL Quarterly, 33(1), 85–102.

    Google Scholar 

  • Liu, J. (2001). Asian students’ classroom communication patterns in US universities: An emic perspective. Norwood, NJ: Ablex Publishing.

    Google Scholar 

  • Medgyes, P. (1994). The non-native teacher. London: Macmillan. (1999) 2nd edition. Ismaning: Max Hueber Verlag.

    Google Scholar 

  • Medgyes, P. (1996). Native or non-native: Who’s worth more? In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice. Oxford: Oxford University Press. 31–42.

    Google Scholar 

  • Nayar, P.B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics. TESOL Quarterly, 31(1), 9–37.

    Google Scholar 

  • Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

    Google Scholar 

  • Phillipson, R. (1996). ELT: The native speaker’s burden. In T. Hedge & N. Whitney (Eds.), Power, pedagogy & practice. Oxford: Oxford University Press. 23–30.

    Google Scholar 

  • Plakans, B.S. (1997). Undergraduates’ experiences with the attitudes toward international teaching assistants. TESOL Quarterly, 31(1), 95–119.

    Google Scholar 

  • Reid. J. (1993). Teaching ESL writing. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Saville-Troike, M. (2002). (3rd ed.) The ethnography of communication. Malden, MA: Blackwell.

    Google Scholar 

  • Silva, T. (1993). Towards an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657–677.

    Google Scholar 

  • Tang, C. (1997). On the power and status of non-native ESL teachers. TESOL Quarterly, 31(3), 577–580.

    Google Scholar 

  • Thomas, J. (1999). Voices from the periphery: Non-Native teachers and issues of credibility. In G. Braine (Ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates. 5–14.

    Google Scholar 

  • Tyler, A. (1992). Discourse structure and the perception of incoherence in international teaching assistants’ spoken discourse. TESOL Quarterly, 26(4), 713–729.

    Google Scholar 

  • Williams, J. (1992). Learning, discourse marking, and the comprehensibility of international teaching assistants. TESOL Quarterly, 26(4), 693–711.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Liu, J. (2005). Chinese Graduate Teaching Assistants Teaching Freshman Composition to Native English Speaking Students. In: Llurda, E. (eds) Non-Native Language Teachers. Educational Linguistics, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24565-0_9

Download citation

Publish with us

Policies and ethics